Teaching the Test

As I reflect upon assessments, I think about some of the very first paperwork that comes home each school year identifying the dates of our states PSSA assessments for children in grades 3-5. We are told we cannot schedule vacations or take time off during the testing window and must sign an acknowledgment form stating we understand the policy. As the time frame comes closer, additional information comes home on healthy eating, breakfast options and good sleep habits along with a sign-up sheet to bring snacks to school for the class during testing. Within days of the test, my son shares with me how important these tests are because "the President will see them". I am floored! What pressure to put on a 3rd grader! He has finished 4th grade and the testing window has increased and parents are informed that science will be taught for half the year and social studies the other half. Maybe that's the problem with this nation as we seem to be too focused on testing and not enough on the arts and sciences. I was also discouraged to hear that when 9/11 passed this year, my son's school made no mention of the event. This was living history and lessons to be learned, yet because it wouldn't be on the PSSA, it wasn't worth discussing and exploring. I feel too many teachers are forced to teach the test.

I see the pressure of standardized tests and assessments trickling down to preschools and infant/toddler programs as we must report our results to the state to continue to receive funding. While I understand we must observe children to find their strengths and areas of development, I also believe that activities can be just activities and not needed to be set up to assess everything. I feel that our school age children are lacking creative skills and the ability to think outside the box. Personally, I feel that classroom teachers should observe children and begin to use the child's feedback in determining curriculum if we are truly looking at the whole child.

The more I read about the Montessori approach, the more I believe our schools need an over haul. I was intrigued by their learning and reflection process. It seems children have a love to learn with this approach. One student commented how much learning meant to her because she controlled her learning at her own pace. She felt that teachers take responsibility and ownership away from the students by controlling what and how they learn. It all boiled down to what marks were given on the report card instead of the intrinsic learning (The Montessori Society AMI UK, 2010).

I chose to continue my research on Germany and found that they face many of the issues the US faces with standardized tests. Their educational system is set up that preschool is not free and Kindergarten in not mandatory; however every child has a space available if needed. They attend the elementary school and are tested using the Trends in International Math and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS).  Germany found themselves not fairing as well as other nations and worked to develop mandatory testing of their 16 states. Testing is conducted every spring for all children in grade 3 and some states test again at grade 6. It was interesting to read that they have the option of entering 3 different tracks for secondary school based on their desires and typically the positions of their socio-economic class (OECD, 20110).

References

OECD. (n.d.). Germany: Once Weak International Standing Prompts Strong Nationwide Reforms for Rapid Improvement. Retrieved from Pearson Foundation: http://www.pearsonfoundation.org/oecd/downloads/Germany_strong_performers_US.pdf

The Montessori Society AMI UK. (2010). Montessori Approach to Assessment and Learning. Retrieved from Montessori My School: http://montessori.org.au/schools/MAFeArticle1001.pdf